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helped them in having a rich product at the end and they then realised the importance of collaborating ideas which in turn helped in reaching creativity in thinking. 8.4 Conclusion This chapter presents the analysis of the VDS 3 workshop which was conducted at the University of Sharjah. The chapter indicates the students‟ perception and interaction with the technology provided to them in the VDS environment. The chapter presents the main themes that emerged and the analysis of these themes. The chapter also emphasised the importance of these themes in promoting and facilitating the implementation process. The researcher observed the factors that might hinder the implementation of VDS in UAE design education which helped in modifying and suggesting the final framework. 183
Chapter 9: Recommendations 9.1 Introduction This chapter presents a series of recommendations based on the evaluation of the case study. It also discusses the implication for the major findings that were found upon the completion of the case study. The recommendations result in a framework for implementing the virtual creative collaborative design studio and its effective integration into the conceptual end at the design learning environment in the UAE higher education environment. Furthermore, suggestions for further developments are presented. 9.2 Purpose of the Study The study‟s premier goal was to formulate a framework that facilitates the integration of technological tools at the conceptual end in the architectural education design studio, in order to promote skills such as creativity and collaboration among the students within the cultural distinctive society of the UAE. The UAE has a grand vision for excellence emphasised repeatedly by the UAE‟s leaders. It is a vision that is represented in many aspects of its developmental process. In the educational field, there has been a great deal of investment within academia to raise educational practice to the advanced level of the highly skilled graduate. The researcher sought to contribute significantly to the ideas of technological utilisation and integration within the teaching and learning environment, with the aim of nourishing creative and skilled Emirati graduates. The research aims to establish a framework for utilising technology in an architecture design studio, whilst considering the best practice of the use of VDS in architectural education. Many factors were considered and have been developed for the initiation of the framework, including integration policy. This study considered the UAE‟s cultural distinctiveness as well as the work culture in which the UAE higher educational organisations operate with respect 184
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FRAMEWORK FOR THE IMPLEMENTATION OF
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As technology is changing rapidly;
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List of Tables Table 6.1: Three Pha
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Contents Chapter 1: Introduction ..
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5.13 Methods of Phase 2 ...........
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9.5.2 Recommendation 2: Change of M
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technology in architecture design e
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e learned. The UNЕЅСO report on
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architecture within universities. 2
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Figure 1.1: The innovative process
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consequently this resulted in the l
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society, and the diverse socio-cult
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with the lifestyle of its occupants
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the study, the purpose of the study
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understanding of the research conte
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Peninsula. It is bordered by the Pe
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2.2.2 UAE POST-1971 This British an
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UAE, the vernacular architecture re
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social groups is being substituted
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The grand expansion is also obvious
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interact website 94 the foreigners
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to rules, policies and regulations,
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The UAE encountered a rapid growth
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Moreover, neither were supplementar
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The Arab League Educational Cultura
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understand the lack of utilisation
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3.2 UAE Vision 2021 In his famous b
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Figure 3.1 shows the culture of wor
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students‟ loans for lab top purch
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А common education in the first th
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improving quality and effectiveness
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stressed the importance of the “f
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design problems and finding a way t
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“The most important role that met
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plan. The benefits of the use of te
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Abu Shakra 220 argues that the use
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According to Reffat 224 the effecti
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Chapter 4: Teaching and Learning Me
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The last few years have witnessed a
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University and the University of Sh
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4.3.4 Design Curriculum Design cour
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expected to finalise their design p
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Chapter 5: Methodology 5.1 Introduc
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make decisions on which new approac
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formulating a framework or a model.
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The research approach used for this
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It also works as a guide for the en
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problematic and has been a tool for
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5.11 Validity and Reliability Herr
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about human developments associated
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the UAEU for the purpose of collect
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5.14 Methods of Phase 3 Secondary d
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analysis of planning systems, havin
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director, the tutors and some of th
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Goodwin‟s use of multi-disciplina
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Through the use of “free time”
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students were encouraged to ask que
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concerned. The students also indica
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ideas and collaborate. Video record
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Peer Assessment: Students will be s
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also covered the data collection in
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to another cycle of observation, ac
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6.3 Phase One The needs analysis in
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Figure 6.2: VDS 1 basic elements Th
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Figure 6.3: Database Form for Ident
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in universities in China and the Fa
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Page 137 and 138: student engage with their learning
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Page 141 and 142: � Team-Working Another important
Page 143 and 144: Facebook was utilised in this proje
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Page 149 and 150: Formative evaluations improve and d
Page 151 and 152: the diary of events, and the timeta
Page 153 and 154: Dimension Application Creativity- p
Page 155 and 156: Dimension Aim Implementation Techni
Page 157 and 158: that helped the students in working
Page 159 and 160: Creativity Critique Collaboration C
Page 161 and 162: available. Figure 7.3 illustrates s
Page 163 and 164: Collaboration Anonymous 7.4.4 Focus
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Page 167 and 168: extended use of Facebook accounts t
Page 169 and 170: Figure 7.9: Student Performance Fig
Page 171 and 172: 7.8 Conclusion This chapter discuss
Page 173 and 174: The figure above shows the main the
Page 175 and 176: Networking also helped the students
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Page 179 and 180: just an hour beforehand with the fo
Page 181 and 182: positively adapted the new culture
Page 183: 8.3.14 Creativity As shown in Figur
Page 187 and 188: The summary of the findings of the
Page 189 and 190: 9.3.3 Networking Facilities The ope
Page 191 and 192: Figure 9.2 VCCS Framework The resea
Page 193 and 194: Figure 9.4: Hofstede classification
Page 195 and 196: support by providing financial supp
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Page 199 and 200: To better accommodate the above rec
Page 201 and 202: them. The e-learning diary will als
Page 203 and 204: Conclusion Future Architects This w
Page 205 and 206: Appendices
Page 207 and 208: Appendix A a. The University of Sha
Page 209 and 210: Q4. We were hoping that this is goi
Page 211 and 212: Also, being strict with time, outre
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Page 215: Other suggestions? Student1: The wo
Page 218 and 219: To combat the prevalent cultural re
Page 220 and 221: The participants will then be instr
Page 222 and 223: d. Open Learning Workbook Virtual D
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Page 226 and 227: Due to the nature of the Virtual De
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Page 230 and 231: is your now your group. With the vi
Page 232 and 233: Conclusion: Again, there are no rig
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...................................
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Activity: Once you have decided you
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Studio as they will not be relevant
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2.2.1 Vision.......................
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1.0 Factual Summary 1.1 Aim of Stud
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� To meet the needs of society an
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� Quality: The University adheres
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The Virtual Design environment prom
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� 3D Design Technology � Collab
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Within the 10 day between the first
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8.3 Assessment 8.3.1 Rationale crea
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To combat the prevalent cultural re
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How to be Effective Research, Cardi
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Director of Studies. Dr. Richard Ra
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Appendix B f. Observations and Anal
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spectacular, grotesque and colourfu
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years. They were asked to consider
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‘leisure’ theme arose including
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work sufficient. With consistent su
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g. Interviews Guide for participant
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h. Creativity Check List 72
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j. Samples of Students Interview 78
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Appendix C l. Exploratory survey at
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The focus group methodology was con
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especially 3-D like videos or slide
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Appendix D m. Case Studies for Phas
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Appendix E n. Published Papers iii.
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